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Neuroeducation, classroom interventions and reading comprehension: a systematic review of the 2010-2022 literature
| dc.contributor.author | Valdés-Villalobos, Belén | |
| dc.contributor.author | Lazzaro-Salazar, Mariana | |
| dc.date.accessioned | 2023-11-30T17:16:34Z | |
| dc.date.available | 2023-11-30T17:16:34Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://repositorio.ucm.cl/handle/ucm/5096 | |
| dc.description.abstract | Reading comprehension is the cornerstone of human development, and consequently a fundamental and indispensable tool for communication and social interaction. In recent years, the field of reading omprehension research has been tightly connected with educational neuroscience, which has produced a growing number of interventions aimed at turning theoretical ideas of neuroeducation into practical efforts applicable to the classroom. The aim of the present systematic review was to analyze the state of neuroeducational research, to identify the main characteristics of the interventions developed, and to propose suggestions on the main findings that contribute to neuroeducation research on reading comprehension. Based on the guidelines of the PRISMA method, an exhaustive search was carried out in high impact databases. The selection process yielded 13 eligible studies and they were analyzed in terms of, for instance, theoretical focus, context and participants, and main findings. Results show that these studies most frequently addressed the emotional principle of self-regulation, the importance of the social principle of neuroeducation and its impact on the development of reading comprehension skills through activity breaks, holistic environment and physical exercise, and sensory cognitive development of attention and memory skills. Despite the homogeneity of the interventions presented in these studies, they showed significant effects on reading development, displaying higher research development concerning emotional and social aspects. The present study discusses the contributions of neuroeducational classroom interventions towards the development of reading comprehension skills, offering practical recommendations for teachers. | es_CL |
| dc.language.iso | en | es_CL |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Chile | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/cl/ | * |
| dc.source | Journal of Curriculum and Teaching, 12(1), 261-274 | es_CL |
| dc.subject | Reading literacy | es_CL |
| dc.subject | Educational neuroscience | es_CL |
| dc.subject | Neuroeducation | es_CL |
| dc.subject | Reading comprehension | es_CL |
| dc.subject | Neuroeducation intervention | es_CL |
| dc.title | Neuroeducation, classroom interventions and reading comprehension: a systematic review of the 2010-2022 literature | es_CL |
| dc.type | Article | es_CL |
| dc.ucm.indexacion | Scopus | es_CL |
| dc.ucm.uri | sciedupress.com/journal/index.php/jct/article/view/22899 | es_CL |
| dc.ucm.doi | doi.org/10.5430/jct.v12n1p261 | es_CL |
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